Abstract
This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.
Highlights
This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking
We do not see this interpretive frame as the basis for some kind of orthodoxy with regard to hermeneutic inquiry in education
Future studies would need to be tailored to the unique circumstances of participant activity and surrounding context; data collection and analysis activities would need to meet the demands of specific research questions and study purposes. This general interpretive frame, with its emphasis on the moral configurations of practice, can yield insight not typically produced by other investigative approaches
Summary
This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. Work focused on taxonomies emerged from Aristotle’s proposition that “the kinds of questions we ask are as many as the kinds of things which we know” (Posterior Analytics, 350 B.C./1994, Book 2, Part 1) Researchers such as Dillon (1984), Lehnert (1998) and Graesser and McMahen (1993) have focused on knowledge categories such as definitions, descriptions of attributes, explanation of causes, and so on
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